Pado

READING ASSOCIATION OF THE PHILIPPINES
2012 ANNUAL NATIONAL CONVENTION
Theme: K-12 and 21st Century Literacies
Kindergarten to Grade 3 and

21st Century Literacies
Felicitas E. Pado
University of the Philippines
FELICITAS E. PADO, PhD
Kindergarten to Grade 3:

Beginning literacy stage

Learning to read stage
Literacy in L1
shifting to L2
shifting to L3
Our belief:
All children CAN, and SHOULD, learn to read
within the first few years of schooling.
Stages of Early Literacy Development*

Stage
Name
The learner
Emergent gains control of oral

Stage 0:
Literacy
language
Birth to
relies on pictures in
preschool
text
pretends to read
recognizes rhymes
starts recognizing
letters
*Gove, A and P.
Cvelich

Stage
Name
Stage 1: Decoding
Beginning
Grade 1
*Gove, A and P. Cvelich
The learner
grows aware of
sound-symbol
relationship
focuses on printed
symbols
uses decoding to
figure out words
is developing
listening to reading
comprehension

Stage
Name
The learner
Stage 2:
End of
Grade 1
to End of
Grade 3
Confirmation and
Fluency
develops fluency
in reading
recognizes
patterns in words
checks for
meaning and sense
knows a stock of
sight words
*Gove, A and P. Cvelich

How is the literacy of the

beginning readers developed?
The Domains of Literacy

(K to Grade 3)
1. Oral Language
11. Vocabulary
2. Phonological Awareness
12. Reading Comprehension
3. Book and Print Orientation

4. Alphabet Knowledge
a. Activating schema/
prior knowledge
b. Comprehension strategies
5. Word Recognition
c. Comprehension of
6. Fluency
7. Spelling
8. Handwriting
9. Composing
8. Grammar Awareness
Literary Texts
d. Comprehension of
Informational Text
13. Attitude toward Language,
Literature and Literacy
14. Study Skills
Domains of literacy during the emergent

literacy stage
Emergent Literacy,
Learner
Characteristics:
gains control of oral
language
relies on pictures in
text
pretends to read
recognizes rhymes
starts recognizing
letters
Literacy Domains:
Attitude towards
literacy, language and
literature
Oral language devt.
Phonological awareness
Book and print
orientation
Alphabet knowledge
Handwriting
Domain 1:
Attitude towards literacy, language
and literature
Having a sense of being a
reader and developing
individual choices of and
tastes for texts to read for
various purposes such as
for learning or for pleasure
On developing positive attitude towards

literacy
Children who have positive attitudes and
experiences about reading are more likely to
be motivated to learn to read.
Dorothy Strickland
Developing positive attitude towards

literacy through storyreading
Brain development research
shows that reading aloud to
children every day
increases their brain's
capacity for language and
literacy skills and
is the most important thing
that one can do to prepare
them for learning to read.
Storyreading and listening

comprehension
Listening comprehension is the learners
intentional and thoughtful interaction with
the text that s/he listens to.
Before learning to read, the children are
trained to process information as they listen
to stories read to them.
Domain 2: Oral language
(in the language of literacy)
Oral language refers to ones

knowledge and use of the
structure, meanings and uses of
the language.
Literacy development depends on

the development of oral language.
One cannot be successful in learning
to read (and write) in a language
that he does not understand.
Domain 3: Phonological Awareness
Phonological awareness involves work with

rhymes, syllables, onsets and rimes.
Phonemic awareness is the ability to notice,
think about and work with the individual
sounds in spoken words.
Developing phonological and phonemic

awareness
Detecting rhyming words

Detecting number of syllables in words
Giving the beginning sound of words (onset)
Giving the ending syllable of words (rime)
Holding the book right side up

Identifying the parts of a book:
front and back cover, and its
pages
Knowing that a book has an author and an
illustrator and telling what they do
Knowing where a story begins
Flipping the pages of the book sequentially,
from the front to the back
Tracking the story line from left to right and

from top to bottom while the story is being
read to them
Making the correct return sweep.
Consistently looking at the left page first

before looking at the right page
Realizing that the message of most books is in
the print and not the pictures.
Making one to one correspondence

between written and spoken words
Telling that print in the form of words
corresponds to speech
.
Recognizing that print messages
represent spoken language and convey
meaning
Differentiating individual letters from
words.
Domain 5: Alphabet Knowledge

The ability to recognize, name, and
sound out all the upper and lower
case letters of the alphabet.
Each letter of the alphabet
. has a name
has an upper and a lower
case
is written in a certain way
has a distinct sound
Domain 6:
Handwriting
The ability to form letters through

manuscript and cursive styles
Alphabet knowledge paves the way for

phonics and word recognition
Activities in a Preschool Class

Sharing Activities
nursery rhymes
poem recitation
songs
Show and Tell
Reading stories to children
Story discussion
Direct instruction on letters of the alphabet
Domains of literacy during the

Decoding Stage
grows aware of
sound-symbol
relationship
focuses on printed
symbols
uses decoding to
figure out words
is developing
listening to reading
comprehension
Phonics and word

recognition
Vocabulary
development
Spelling
Composing
Grammar awareness
Fluency
Comprehension
Domain 7: Phonics and Word Recognition
The ability to identify a written word by

. sight or by deciphering the relationship
between the sounds of spoken language
and the letters in written language
Grows aware of sound/symbol relationships

Sound
Symbol
mmmm
Mm
llllll
Ll
FELICITAS E. PADO
Picture
focuses on printed symbols

attempts to break code of print
uses decoding to figure out words
Mm Ss
Aa
Ii
Oo
a. . .m. . .a
Bb
Tt
Uu
i. . .s . . .a
a. . .s. . .o
b. . .a. . .s. . .o
FELICITAS E. PADO
Reading in the Learners Home Language
Experience
Oral
Language
Printed
Symbols
(Childs L1)
(in childs
L1)
experience
Naglalaro
kami ni kuya
ng bola.
May bola
sina Bong at
Lani.
Naglalaro
sila ng bola.
oral
language
printed
symbols
Kami
rin.
Shifting to Reading in a Second

Language
Experience
Oral
Language
(Childs L1)
Oral
Language
(in L2)
Printed
Symbols
(in childs
L1)
Printed
Symbols (in
L2)
Domain 8: Spelling
being able to convert oral

. language sounds into
printed language symbols
Domain 9: Grammar Awareness
Knowledge of language features

and sentence structures in written
language
Awareness of grammatical structure is

learned indirectly as children listen to the
language.
They learn it directly through explicit
instruction.
Domains of Literacy During the

Fluency Stage
develops fluency in
reading
recognizes
patterns in words
checks for
meaning and sense
knows a stock of
sight words
Fluency
Vocabulary
development
Reading
comprehension
Study skills
Domain 10: Fluency
The ability to read orally with speed,

. accuracy and proper expression
Fluency
Accuracy
Automaticity
Proper Expression
Word recognition must be accurate, rapid and
require little conscious attention so that attention
can be directed to the comprehension process
One reason students may not comprehend text is
that they are spending all their attention and
energy on figuring out the words.
develops fluency in reading

from: The / man/ has/ a/ hat.
to:
The man / has a hat.
recognizes patterns in words
best
nest
pest
rest
test
west
checks for meaning and sense.

The house /trots. to The horse trots.
knows a stock of
sight words
the is are for by

from which
FELICITAS E. PADO
Domain 11: Composing

being able to formulate ideas
into sentences or longer texts
.and represent them in the
conventional orthographic
patterns of written language
Composing as a collaborative actiivity
FELICITAS E. PADO
Domain 12: Vocabulary Development
Knowledge of words and their meanings

in both oral and print representations
Domain 13: Comprehension
A complex and active process in which

vocabulary knowledge is a crucial component
and which requires an intentional and thoughtful
interaction between the reader and the text.
The role of vocabulary and fluency in

comprehension
Fluency
COMPREHENSION
Vocabulary
An intentional and thoughtful interaction

between the Reader and the Text
Schema
Language
The Text
The
Context
Interest
Purpose
The Reader
FELICITAS E. PADO
Use of context and prior knowledge/schema

Comprehension strategies
Use of narrative text
Use of informational text
Domain 14: Study Skills
A general term for techniques and

strategies that help a person read or
listen for specific purposes with the intent
to remember.
Some examples of study skills

Following directions
Locating, selecting, organizing and retaining
information
Interpreting graphic aids such as
tables
graphs
maps
Preparing for Reading in L2

Once students have established a literate
base in one language, they should be able
to transfer knowledge and skills gained in
that language to reading in a second
language as long as they are adequately
exposed to the second language and
motivated to acquire it.
Cummins
FELICITAS E. PADO
Literacy Development among the

Multilingual Learners: Shifting from
L1 to L2 to Ln
Reading
in L1
Reading in L1
Oral language
development in
L1
Shifting to
Reading in
L2
Oral language
development
in L2
Reading in L2
Shifting to
Reading in
L3
Reading in L3
Oral language
development in
L3
The Beginning Readers and 21st

Century Literacies
In what ways are the beginning readers
exposed to technology?
In what ways do they use these
technological tools?
Conventional Literacy and 21st

Century Literacies
Conventional literacy development refers to
language arts processes of listening, speaking,
reading, writing that are related to traditional
typographic features of linear text.
But the 21st literacy is not confined to a
monolithic concept defined by print, pages
and books.
Electronic literacy development expands

conventional literacy to include digital and
multimedia materials.
The Emerging Literacy Practices/Skills of

the Beginning Readers
On positive attitude towards literacy
They are attracted to e-books read by the
parents/teachers because of the visual appeal
and sound effects of the stories.
On oral language and vocabulary

development
Multiple meanings of the following words:
mouse, web, net, save, monitor, keys
More words are learned in context as they
listen to stories or read and reread stories on
their own because the words are scaffolded
by the visuals.
On phonological awareness
As they listen to the sounds of the words, they
become more conscious of the rhymes, the
beginning and the ending sounds of words
On book and print orientation

While trying to read e-books on their own, the
beginning readers are readily exposed to leftto-right direction
They begin to realize the difference between
flipping a page of the printed book and the ebook.
On alphabet knowledge and handwriting

they recognize the letters of the alphabet
faster
they love to push the letter keys and read on
screen the letters
they are encouraged to write letters on the
tablet because there is lesser effort on pencil
grip . . .
On decoding
they recognize a substantial number of new
sight words and they are exposed to correct
pronunciation of these words
they read materials that far exceed their
decoding ability
On fluency
Beginning readers read the electronic version
of the storybook first; then during the selfselected reading time, they get the print
version and read it. This offers a repeated
reading opportunity, which is good for
developing greater fluency.
On composing
They are encouraged to compose because
they dont have to experience the difficulty of
laboriously writing the letters; they just push
the computer keys rather than use the
traditional writing tools.
It becomes easier to write the draft, to edit
and revise it.
On comprehension
Listening to someone reading the text on
screen, while looking at the text and the
illustrations, makes story comprehension
better.
Reading on their own, rereading some parts
that they did not understand, and supported
by appealing visuals improve their ability to
comprehend the passages better.
Implications of the new literacies

For the literacy teachers
on the literacy curriculum
on teaching approaches and practices
on materials development
on assessment
On teacher preparation
The Teachers (Our) Dilemma

Reluctance/Resistance to embrace technology
is often sustained by insecurities over using
computer technology.
Teachers feel that they have an obligation to
prepare children to become literate in ways in
which the teachers themselves might not be
fully literate.
The Challenge
Let us start introducing a blend of the
traditional reading skills and the new
literacies in teaching beginning literacy
in order to make learning more
meaningful and interesting.
because all children deserve the best

reading instruction possible.
Blanchard
MARAMING SALAMAT!
MARAMING SALAMAT!
MARAMING SALAMAT!

Pado

Uploaded by

Copyright:

Available Formats

Pado

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Pado

Uploaded by

Copyright:

Available Formats

READING ASSOCIATION OF THE PHILIPPINES

2012 ANNUAL NATIONAL CONVENTION

Theme: K-12 and 21st Century Literacies

Kindergarten to Grade 3 and

Beginning literacy stage

FELICITAS E. PADO, PhD

FELICITAS E. PADO, PhD

Stages of Early Literacy Development*

Emergent gains control of oral

Stages of Early Literacy Development*

*Gove, A and P. Cvelich

FELICITAS E. PADO, PhD

Stages of Early Literacy Development*

*Gove, A and P. Cvelich

How is the literacy of the

FELICITAS E. PADO, PhD

The Domains of Literacy

12. Reading Comprehension

3. Book and Print Orientation

Domains of literacy during the emergent

On developing positive attitude towards

FELICITAS E. PADO, PhD

Developing positive attitude towards

Storyreading and listening

FELICITAS E. PADO, PhD

Domain 2: Oral language

(in the language of literacy)

Oral language refers to ones

FELICITAS E. PADO, PhD

Literacy development depends on

FELICITAS E. PADO, PhD

Domain 3: Phonological Awareness

Phonological awareness involves work with

Developing phonological and phonemic

Detecting rhyming words

FELICITAS E. PADO, PhD

Holding the book right side up

Tracking the story line from left to right and

Consistently looking at the left page first

Making one to one correspondence

Domain 5: Alphabet Knowledge

The ability to form letters through

FELICITAS E. PADO, PhD

Alphabet knowledge paves the way for

FELICITAS E. PADO, PhD

Activities in a Preschool Class

Domains of literacy during the

Phonics and word

Domain 7: Phonics and Word Recognition

The ability to identify a written word by

FELICITAS E. PADO, PhD

Grows aware of sound/symbol relationships

focuses on printed symbols

Reading in the Learners Home Language

FELICITAS E. PADO, PhD

FELICITAS E. PADO, PhD

Shifting to Reading in a Second

being able to convert oral